Humanizing education reflection on incentives, personality, expectations, organizing and journey with selected attributes of true believers in the qur’an and sunnah
This book compiles written expressions of the participants from 2021 KENMS Ibadah Camp with the theme “attributes of true believers in the Quran and Sunnah” in the framework of humanizing education with maqasid al-shariah. Based on the reflections of the authors, the book has divided the arrang...
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| Format: | Book |
| Language: | en |
| Published: |
Meso Publishing
2021
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| Online Access: | http://irep.iium.edu.my/92842/7/92842_Humanizing%20education%20reflection%20on%20incentives%2C%20personality%2C%20expectations%2C%20organizing%20and%20journey%20with%20selected%20attributes%20of%20true%20believers%20in%20the%20qur%E2%80%99an%20and%20sunnah.pdf http://irep.iium.edu.my/92842/ |
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| Summary: | This book compiles written expressions of the participants from 2021 KENMS Ibadah Camp with the theme “attributes of true believers in the Quran and Sunnah” in the framework of humanizing education with maqasid al-shariah.
Based on the reflections of the authors, the book has divided the arrangement of the reflection into (a) incentives, (b) personality, (c) expectations, (d) organizing, and (e) journey of humanizing education.
In the first part of is about incentives in humanizing education, , Irwan argued about the importance of incentives to sustain volunteerism in humanizing education. Muhammad Tahir Jan contended that humanizing education and sustainable development can be blended into edu-action.
In the second part is about essential personality in humanizing education, Dolhadi, Suhaimi, Yusof and Rohaziah reflected on the practices of Prophetic attributes. Nur Kamariah recommended readers to reflect on sustaining Islamic personality in addressing challenges in the troubling world.
In the third part is about expectations in humanizing education, Zaini contended that humanizing education is about producing better Muslims. Indeed, Marhanum argued on the need to practice constant self-evaluation (muhasabah).
In the fourth part is about organizing activities for humanizing education, Yusof contended that there is a need to link between the resolutions and talks in the Ibadah camp with Islamic roots. In fact, Yusof argued that the virtual-based Ibadah camp has been communicated through e-mails from a few committee members with different emphasis.
The final part is about experience and journey in humanizing education. Dolhadi, Suhaimi and Rohaziah have demonstrated the edu-action of humanizing education into consumerism advocacy and vegetable gardens. Izyani shared her personal experience of humanizing education. |
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